Lesson 2: Exploring Cellular Respiration

How do cells get the energy they need to stay alive? What happens to the "stuff" in sugar when it is used for energy?

Cellular Respiration, Mitochondrion, ATP, Glucose, Oxygen, Carbon Dioxide.

HS-LS1-7; SEP: Developing and Using Models; CCC: Energy & Matter.

Analysis in Science: Identifying inverse relationships between variables in a multi-line graph (O2 vs. CO2).

(DOK 3) Students analyze CO2 and O2 levels from germinating beans. They must track the chemical rearrangement of matter and the release of energy (ATP) in a closed system.

Explain that even in a restricted environment like a sidewalk crack, the plant uses cellular respiration to break down its stored sugar for usable energy (ATP), which powers the cellular processes needed for survival and maintenance.

The belief that only animals perform cellular respiration..

Differentiation by Content:
Tiered Assignments: Create assignments with varying levels of difficulty to cater to students' abilities. For example, offer a basic level assignment, an intermediate level assignment, and an advanced level assignment.
Flexible Grouping: Group students based on their readiness levels or learning styles. This allows you to provide targeted instruction and support to different groups of students.
Choice Boards: Offer students a variety of activities to choose from, allowing them to select tasks that align with their interests and learning styles.
Differentiation by Process:
Scaffolded Instruction: Break down complex tasks into smaller, manageable steps to support students who need additional guidance.
Graphic Organizers: Provide students with visual tools like Venn diagrams, concept maps, and timelines to help them organize information and make connections.
Technology Integration: Utilize technology tools like simulations, online resources, and educational apps to engage students and provide alternative learning pathways.
Differentiation by Product:
Multiple Assessment Options: Offer students a variety of ways to demonstrate their understanding, such as written reports, presentations, models, or digital projects.
Student Choice: Allow students to choose the format for their final projects, giving them ownership over their learning.
Rubrics: Develop clear and specific rubrics to provide students with expectations and guidelines for their work.

LP 1.2 Checkpoint (Quiz)

https://drive.google.com/drive/folders/1WFkavDlLz4159QPQwYYh40Lz9j-7xAeg?usp=drive_link